1 황지현 ; 임해원, "혼합형 학습(Blended Learning) 환경에서의 공간디자인 CAD 수업 사례연구" 한국콘텐츠학회 21 (21): 115-126, 2021
2 권유진 ; 류수현, "패션디자인 스튜디오 과목의 원격 교육 사례" 한국복식학회 68 (68): 107-127, 2018
3 임현정 ; 박혜원, "패션 사이버 敎育을 위한 아바타 製作 및 活用- 體型에 따른 디자인要素의 錯視效果를 中心으로 -" 한국패션비즈니스학회 9 (9): 1-15, 2005
4 Park, S. J., "코로나 이후 미래교육 [Future education after COVID-19]" Kyoyookkwahaksa 2021
5 김이영 ; 박민여, "실기 중심 의상디자인 교과 원격교육 도입방안 연구 - 패션일러스트레이션 교육을 중심으로 -" 한국복식학회 55 (55): 150-163, 2005
6 백수희, "디자인교육에서 혼합형 수업(Blended learning) 적용 가능성- 학습자 만족도 조사를 중심으로 -" 한국디자인학회 16 (16): 43-452, 2003
7 설현진, "네일미용 수업의 플립러닝 적용 사례 연구 - 학습자 인식실태 분석 중심으로 -" 복식문화학회 30 (30): 594-607, 2022
8 Bender, D., "Using online education technologies to support studio instruction" 9 (9): 114-122, 2006
9 Lynn M. Boorady, "Using Animated Graphics as a Teaching Tool in Patternmaking" IGI Global 7 (7): 11-23, 2011
10 Shreeve, A., "The way we were? Signature pedagogies under threat" 112-125, 2011
1 황지현 ; 임해원, "혼합형 학습(Blended Learning) 환경에서의 공간디자인 CAD 수업 사례연구" 한국콘텐츠학회 21 (21): 115-126, 2021
2 권유진 ; 류수현, "패션디자인 스튜디오 과목의 원격 교육 사례" 한국복식학회 68 (68): 107-127, 2018
3 임현정 ; 박혜원, "패션 사이버 敎育을 위한 아바타 製作 및 活用- 體型에 따른 디자인要素의 錯視效果를 中心으로 -" 한국패션비즈니스학회 9 (9): 1-15, 2005
4 Park, S. J., "코로나 이후 미래교육 [Future education after COVID-19]" Kyoyookkwahaksa 2021
5 김이영 ; 박민여, "실기 중심 의상디자인 교과 원격교육 도입방안 연구 - 패션일러스트레이션 교육을 중심으로 -" 한국복식학회 55 (55): 150-163, 2005
6 백수희, "디자인교육에서 혼합형 수업(Blended learning) 적용 가능성- 학습자 만족도 조사를 중심으로 -" 한국디자인학회 16 (16): 43-452, 2003
7 설현진, "네일미용 수업의 플립러닝 적용 사례 연구 - 학습자 인식실태 분석 중심으로 -" 복식문화학회 30 (30): 594-607, 2022
8 Bender, D., "Using online education technologies to support studio instruction" 9 (9): 114-122, 2006
9 Lynn M. Boorady, "Using Animated Graphics as a Teaching Tool in Patternmaking" IGI Global 7 (7): 11-23, 2011
10 Shreeve, A., "The way we were? Signature pedagogies under threat" 112-125, 2011
11 Fleischmann, K., "The impact of COVID-19 on the international education system" Proud Pen 1-16, 2020
12 Schenker, J., "The future after COVID: Futurist expectations for changes, challenges, and opportunities after the COVID-19 pandemic" Mediasup 2020
13 Diane M. Bender, "Teaching Time: Distance Education Versus Classroom Instruction" Informa UK Limited 18 (18): 103-114, 2004
14 이정민 ; 이미영, "Students’ Online Fashion Studio Class Experience and Factors Affecting Their Class Satisfaction" 한국패션비즈니스학회 24 (24): 135-147, 2020
15 Ji Young Cho, "Student perceptions and performance in online and offline collaboration in an interior design studio" Springer Science and Business Media LLC 24 (24): 473-491, 2014
16 Coyne, R. D., "Re-visiting the flipped classroom in a design context" 10 (10): 1-13, 2017
17 Katja Fleischmann, "Online design education: Searching for a middle ground" SAGE Publications 19 (19): 36-57, 2018
18 Neal Dreamson, "Online Collaboration in Design Education: an Experiment in Real-Time Manipulation of Prototypes and Communication" Wiley 36 (36): 188-199, 2016
19 "K-MOOC users increased by 30% due to COVID-19, the Ministry of Education invests 25 billion and 8 million won in it"
20 Katja Fleischmann, "Hands-on versus virtual: Reshaping the design classroom with blended learning" SAGE Publications 20 (20): 87-112, 2020
21 Katja Fleischmann, "From studio practice to online design education: Can we teach design online? | De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ?" University of Alberta Libraries 45 (45): 1-19, 2019
22 Kit-lun Yick, "Effectiveness of blended learning in the first year of fashion education" Informa UK Limited 12 (12): 178-188, 2018
23 Zain, M. Z. M., "Distance education : The challenges and effects of the COVID-19 pandemic among fashion students in Malaysia" 18 (18): 110-125, 2021
24 Broadfoot, O., "Design studios:Online? Comparing traditional face-to-face design studio education with modern internet-based design studios" 9-21, 2003
25 Ji Yong Park, "Design Education Online: Learning Delivery and Evaluation" Wiley 30 (30): 176-187, 2011
26 Sule Tasli Pektas, "Blended learning in design education: An analysis of students' experiences within the disciplinary differences framework" Australasian Society for Computers in Learning in Tertiary Education 30 (30): 31-44, 2014